Our knowledge-rich curriculum – so what do we want them to learn?
Written by: Hannah Dalton
4 min read
As history teachers and key stage leaders in an East London comprehensive secondary school, we have been working with subject leaders to introduce a version of the knowledge-rich curriculum over the past two years. Our starting point has been Michael Young’s argument that our curriculum should enable students to acquire knowledge that takes them beyond their own experience (Young and Muller, 2015) and provides a lever for social justice. But how does this unfold in practice? In what ways can a knowledge-rich curriculum be implemented in schools? How should curriculum leaders approach this? We set out the journey that one school has been on. It has not been a straightforward one – full of meanders, bumpy patches and, at times, full blown U-turns – but we hope that others can benefit from some of the lessons learnt so far.
As well as carefully considering what knowledge is for the subjects we teach, we believe that educators should approach the implementation phase with an appre
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This article was published in May 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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